Unit 07 Pollution Lesson 2 A Closer Look 1

Now Ss have to combine each pair of sentences in 3a into a complete sentence using the word/ phrase in brackets.. To save time assign sentences 2 to 5 to different Ss and have Ss word on[r]

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UNIT 7: POLLUTION.

PERIOD 59: lesson 2: A CLOSERLOOK 1

I/ Objectives:

1 Educational aim: - Practice the vocabulary and pronunciation of the unit

2 Knowledge:

- Vocabulary: words related to the topic

- Grammatical structures:

- Pronunciation: intonation in exclamatory sentences

3 Skills: Speaking, Listening and writing

II/ Teaching aids:

- T: lesson plan, visual pictures

- Ss: vocabularies related to hobbies

III/ Procedures :

IV/ Procedures :

focus

Models

A Warm –

up( 5’):

B.Vocabulary.

(25’)

Ask Ss to call out the types of pollution they learnt in the previous lesson Tell them that in this lesson they are going to learn different forms

of some words as well as some words/ phrases to talk about the causes and effects of pollution

1 Complete the table with appropriate verbs, nouns, and adjectives.

Have Ss look at the table in the book

Make sure that they understand what

to do Ss complete the exercise individually and then compare their answers with a partner Call on some

Ss to write their answers on the board

Check their answers

Key: 1 Poison 2 Contaminate

3 Pollution4 Polluted 5

Death 6 Damaged

2 Complete the sentences with the words from the table in 1 You do not need to use all the words The first letter of each word has been provided.

Have Ss read each sentence silently to have a general understanding and decide which word form should be put in each blank For example, the word to be filled in the blank in

Poison Contaminate Pollution Polluted Death Damaged

Poisonous Pollutants

+whole class, team work

Individual

Whole class

Individual Pair work

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sentence 1 is an adjective Point out

that the provided letter is a clue to

help them find the word Ss do the

exercise and then compare their

answers with a partner Call on one or

two Ss to give out the answers before

confirming the correct ones

Key: 1 Poisonous 2 Pollutants

3 Dead 4 Contaminated

5 Damage 6 Pollute

Have Ss look at the language box

Tell Ss that the words and phrases in

the box express cause and effect

relationships Ss have learn so,

because of Quickly go through the

rest of words/ phrases as follows:

- Because/ since and due to/ because

of are used to talk about the causes of

something

Because and since are synonyms and

they come before a clause

Due to and because of are synonyms

and they come before a noun phrase

Have Ss read the example sentences

and underline the clause or noun

phrase

- Other words and phrases in the box

express the effects of something

So comes before a clause

To cause, to lead to and to result in

are synonyms and come before a

noun phrase.To make Sb/ sth do sth is

another way to express the effects

After somebody/ something is an

infinitive verb without to

Have Ss read the example sentences

and underline the clause, noun phrase,

or infinitive

For more able Ss, T may have Ss read

the sentences and explain the rules

themselves by using the words and

phrases

3a Decide which sentence in each

pair of sentences is a cause and

which is an effect Write C (for

cause) or F (for effect) next to each

sentence Note that the words in

Dead Contaminated Damage Pollute

The words and phrases in the box express cause and effect

relationships

- so, because

of

- Because/

since and due to/ because of

are used to talk

something

Because and

synonyms and they come

clause

Due to and because of are synonyms and they come before a noun phrase

Individual

Whole class

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brackets relate to Activity 3b.

Ask Ss to read the each pair of

sentences and decide which sentence

is an effect Ss compare their answers

with a partner before giving the

answers to the teacher Confirm the

correct answers

b Combine the sentences in each

pair into a new sentence that shows

a cause/ effect relationship Use the

cause or effect signal word or

phrase given in brackets You will

have to add, delete, or change

words in most sentences.

Ask Ss to read the example Ask them

what changes they can see in the

sentence T may have Ss look at the

language box again to remind them of

the structures Now Ss have to

combine each pair of sentences in 3a

into a complete sentence using the

word/ phrase in brackets To save

time assign sentences 2 to 5 to

different Ss and have Ss word only

these Call on some Ss to write their

sentences on the board and correct

them carefully T can ask Ss to write

all the sentences at homework

2 Oil spills from ships in oceans and

rivers lead to the death of many

aquatic animals and plants

3.Households dump waste into the

river so it is polluted

4 Since the parents were exposed to

radiation their children have birth

defects

5 We can’t see the stars at night

due to the light pollution

4 Work in groups Look at the

pairs of pictures Give as many

sentences as possible to show cause/

effect relationships.

Have Ss look at the pictures in 1 Ask

Ss which picture shows the cause and

which shows the effect Then ask

them to read the example sentences

and pay attention to the cause/ effect

Individual

Whole class

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C

Pronunciation

.

(10’)

words or phrases Ss work in pairs to write sentences showing cause/ effect relationships For a more able class, T may have Ss do the whole exercise

With other classes, just ask Ss to work with the pair of pictures in 2

Ask ss to identify the picture showing the cause and the one showing the effect Then together make up sentences, using the cause/ effect words or phrases The rest can be done as homework

This activity can also ba carried out

as a game Divide the class into 12 groups Two groups work with the same pair of pictures in 2, 3 or 4 In three minutes, groups of Ss write down as many sentences based on the given picture pair as possible on a sheet of paper When time is up, the group with the most sentences is the winner They stick their sheet of paper on the board and read the sentences aloud Other groups and T givens comments Other groups can add any sentences they have T may Ss’ work home to mark it

Suggested answers:

2 The soil is polluted, so plants can’t grow

3 We won’t have fresh water to drink because of water pollution

4 We plant trees, so we can have frest air

Pronunciation Stress in words ending in – ic and – al.

Ask Ss to look at the rules in the box and the examples Go through the rules with them For a more able class, have Ss give some more examples

5 Listen and mark the stress in each word, then repeat it.

Play the recording for Ss to tress the words Ask some to say where the tress in each word is Confirm the

1 ar’tistic

6 ’physical

2 ath’letic

7 he’roic

3 his’toric

8 po’etic

4 his’torical

9 bo’tanic

5 ’logical

10 Bo’tanical

1 scien’tific

2 ’national

3 ’madical

4 ’chemical

5 dra’matic

Individual

Whole class

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D Home

assignment(3’)

correct answers Play the recording again for Ss to repeat the words Call

on some Sts to pronoun

6 Underline the words ending in –

ic and circle the words ending in –

al in the following sentences Mark the stress in each word Listen and check your answers, then repeat the sentences.

Have Ss do the activity individually

Play the recording for Ss to check their answers Then elicit the correct stress patterns from Ss Play the recording again for Ss to repeat the sentences Ask some Ss ro read out the sentences

Ask students to complete all the exercises

whole class

*Feedback:…

………

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